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Cambridge Pre-U
SPANISH 9781/02
Paper 2 Reading and Listening For examination from 2020
MARK SCHEME
Maximum Mark: 60
Specimen
This specimen paper has been updated for assessments from 2020. The specimen questions and mark
schemes remain the same. The layout and wording of the front covers have been updated to reflect the
new Cambridge International branding and to make instructions clearer for candidates.
This syllabus is regulated for use in England, Wales and Northern Ireland as a Cambridge International Level 3 Pre-U Certificate.
This document has 10 pages. Blank pages are indicated.
© UCLES 2018 [Turn over9781/02 Cambridge Pre-U – Mark Scheme For examination
SPECIMEN from 2020
Generic Marking Principles
These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.
GENERIC MARKING PRINCIPLE 1:
Marks must be awarded in line with:
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the
question
• the standard of response required by a candidate as exemplified by the standardisation
scripts.
GENERIC MARKING PRINCIPLE 2:
Marks awarded are always whole marks (not half marks, or other fractions).
GENERIC MARKING PRINCIPLE 3:
Marks must be awarded positively:
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when
these features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.
GENERIC MARKING PRINCIPLE 4:
Rules must be applied consistently e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.
GENERIC MARKING PRINCIPLE 5:
Marks should be awarded using the full range of marks defined in the mark scheme for the
question (however; the use of the full mark range may be limited according to the quality of the
candidate responses seen).
GENERIC MARKING PRINCIPLE 6:
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.
© UCLES 2018 Page 2 of 109781/02 Cambridge Pre-U – Mark Scheme For examination
SPECIMEN from 2020
Part I: Reading (30 marks)
Question Answer Marks Guidance
Reading Exercise 1
1 (Para) buscar (restos de) barcos / tesoros 1
sumergidos / naufragados
2 Estados Unidos 1
3 (Que vuelva a suceder) otro robo (1) 2 Reject: que esto vuelva a
Parecido al que / como el que hizo Odyssey suceder
/ un buque / un cazatesoros extranjero (1)
NB: there must be some idea of the past
and the future
4 En las costas / la costa española / en el mar 2
cerca de la costa (1)
Hay unos 3.000 restos de buques
naufragados / hay muchos tesoros de
buques naufragados (1)
NB: “litoral” must be explained
5 El Santísima Trinidad se hundió en la 2
batalla de Trafalgar (en 1805) (1)
El Reina Regente naufragó en un temporal
(a finales del siglo XIX) (1)
NB: the specific names of the boats are not
required, e.g. “un barco” and “otro barco”
would be sufficient
6 Bucearán (hasta los barcos) 1 Reject: simply, “inmersiones de
NB: future tense is required buceo”
7 Nada / tendrán que dejarlos allí 1
© UCLES 2018 Page 3 of 109781/02 Cambridge Pre-U – Mark Scheme For examination
SPECIMEN from 2020
Question Answer Marks Guidance
Reading Exercise 2
8 They lose their inhibitions (1) 2
It gives them courage to do things they
would not otherwise do (1)
9 They might disappear (1) 2
Or lessen / weaken (1)
10 Society values people more for what they 2
have (1)
Than for what they are (1)
11 Having respect for their own person / self- 2
esteem (1)
Having been brought up in a liberal
atmosphere, but with limits / boundaries (1)
12 Condemning alcohol, whilst drinking 1
themselves
13 When they need alcohol / alcohol is 1
essential to enjoy themselves
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SPECIMEN from 2020
BLANK PAGE
© UCLES 2018 Page 5 of 109781/02 Cambridge Pre-U – Mark Scheme For examination
SPECIMEN from 2020
Exercise 3
Question Answer Marks Guidance
Reading Exercise 3
14 Re-translation 10
• Any suitable alternative rendering can
be accepted.
• Minor spelling errors are accepted,
but not if the meaning of the word is
altered.
One tick for each box, then see conversion
table.
Text Accept Reject
1 Life for young people La vida para / de los jóvenes por
2 has never been easy. nunca ha sido fácil. estado
addition of “tan”
3 Adolescence La adolescencia
4 has always been seen siempre se ha visto ha estado visto
5 as a kind of como un tipo / una especie /
forma de
6 ‘no-man’s-land’ “tierra de nadie” transición difícil
(any appropriate explanation)
7 between childhood entre la infancia /
la niñez / ser niño
8 and adulthood. y la adultez / ser adulto /
mayor.
9 But my generation Pero mi generación
10 faces se enfrenta a / enfrenta
11 added challenges, retos / desafíos añadidos / problemas
adicionales dificultades
12 with alcohol con el alcohol
13 so readily available tan (fácilmente) disponible
14 everywhere. por todas partes / en todos todo el mundo
sitios.
15 I realise Me doy cuenta
16 how lucky de cuánta suerte / lo
afortunado que
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Text Accept Reject
17 I’ve been. he tenido / he sido.
18 I was brought up by Me criaron / fui criado (a) por
19 parents (unos) padres los padres
20 who listened to me que me escuchaban
21 and wanted y querían que
22 me to tell them (yo) les contara / dijera
23 what I was feeling. lo que sentía / pensaba.
24 Unfortunately, Desafortunadamente,
25 so many young people tantos jóvenes tan muchos
tan jóvenes
26 I meet que encuentro / conozco
27 can only enjoy life sólo pueden / saben disfrutar
de la vida / divertirse en la
vida
28 if they get drunk. si se emborrachan. si son borrachos
si estan borrachos
29 Let’s hope that ¡Ojalá (que) / esperemos que esperamos
30 they survive! sobrevivan!
Conversion table
Number of ticks Mark
28–30 10
25–27 9
22–24 8
19–21 7
16–18 6
13–15 5
10–12 4
7–9 3
4–6 2
1–3 1
0 0
© UCLES 2018 Page 7 of 109781/02 Cambridge Pre-U – Mark Scheme For examination
SPECIMEN from 2020
Part II: Listening (30 marks)
Question Answer Marks Guidance
Listening Exercise 1
15 Leyendo / le gustaba leer (1) 2
Escribía finales diferentes (a las historias)
(1)
16 Porque la sociedad no veía la profesión de 1
escritor como una forma válida de ganarse
la vida
(Or equivalent explanation)
17 Any two from: 2
Lo encuentran incompatible con ser escritor
(1)
La política no les interesa (1)
Desprecian la política (1)
18 Any one from: 1
Que la política es inevitable (1)
No se puede volver la espalda a / ignorar la
política (1)
19 Lo hizo por motivos morales (1) 2
Y no por motivos de vocación política, (que
no tenía) (1)
20 El apetito por el poder / ganas de poder 1
21 Que no es un político, sino un escritor 1
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SPECIMEN from 2020
Question Answer Marks Guidance
Listening Exercise 2
22 Starting a campaign (1) 2
To check and inspect school transport (1)
23 The existing rules / laws are often not being 1
observed / to enforce the existing laws /
rules
24 The vehicle’s technical condition (1) 2 Reject: security
And its safety features (1)
25 They have the appropriate permit / licence 2
(1)
They must have enough rest time (1)
26 A qualified person must accompany the 2
children on the bus (1)
The vehicle must have unlimited (liability /
responsibility) insurance (1)
27 Have their seat-belts fastened during the 1
whole journey
© UCLES 2018 Page 9 of 109781/02 Cambridge Pre-U – Mark Scheme For examination
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Question Answer Marks Guidance
Listening Exercise 3
28 Summary 10
Give one mark for each of the following
content points addressed, up to a maximum
of 10 marks
• His general opinion of education in Spain
today
Content points:
– the Spanish education system is not going in the Reject: it is bad / not good
right direction (1)
– perhaps there is too much State intervention /
interference (1)
– it does not meet social needs (1)
• His views on how science teaching could be
improved
Content points:
– the division between arts and sciences is false
(1)
– general cultural knowledge / methods are good
to deal with scientific problems (1)
– university science courses should be more Reject: university careers
practical / less theoretical (1)
• His opinions on recent advances in genetics
and cloning
Content points:
– he does not think that humans / people should
be cloned (1)
– he believes in free human beings, able to be
themselves / succeed in society (1)
– the only positive use of genetics can be to
prevent hereditary illnesses (1)
• His suggestions for improving the role of
sciences and scientists in Spain today
Content points:
– more scientists are needed (with greater State Reject: inversion
and private investment) (1)
– the level of scientific research should be closer Reject: investigation
to that of other European countries (1)
– scientists should be held in greater esteem by all
sectors of society (1)
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